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responsibilities on the job training program. Rather, the industry gives unskilled job responsibilities as
they underestimate on students’ capabilities. Curriculum effectiveness and efficiency’s
evaluation is the other important step to ensure the outcome quality improvement and to satisfy the
stakeholders [3]. Focus group discussion involving the educators, industries, and government should
bring an objective and more accurate evaluation measurement of the program. The graduates might
take part as well to confirm and to share ideas to the program implementation.
3. Conclusion
The constant changing and demanding environment in the tourism and hospitality industry
requires high adaptability and flexibility to respond in a proper and better action. It is founded that the
graduates’ knowledge, skills, and competencies do not match and cannot keep up with those of the
industry’s expectation. The industry claims that the education institutions do not equip their students
with the up dated and relevant curriculum that suits to real work field. In the other hand, the education
institutions are resistant to change their perspective on learning goals, the teaching method, and the
curriculum design. In fact, Hence, several parties including tourism and hospitality education
institutions, the industries, the government, as well the scholars need to work and cooperate together to
achieve the competitiveness that benefit each of them.
4. Limitations of the study
The study proposes the urgency as well as the obstacles of curriculum development to stay ahead
with the demanding requirements of the industry. Nevertheless, it focuses only on two parties
including tourism and hospitality education institutions and the industries. In reality, several
more parties including the government who set up the policy, the financial point of view which reveals
the cost of operating vocational education in Indonesia. Above all, the study presents the
literature reviews or secondary data instead of performs the research. Thus, the findings should
need the primary data’s clarification and confirmation.
5. Further researches
Further researches are expected to conduct the exploratory study regarding to the plan,
implementation, and evaluation of the curriculum development that has to be more flexible, open, and
adaptable might be helpful to investigate the issues. A quantitative and qualitative study to investigate a
better and proper format of a close collaboration between industries and educators could also
facilitate the effectiveness and efficiency of the curriculum evaluation.
R
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DEVELOPING MINI OFFICE AS A LEARNING MEDIA IN THE STATE COLLEGE OF ACCOUNTANCY: MANDATORY OR
OPTIONAL?
Mila Mumpuni
Trainer of Finance and Education Training Agency- Ministry of Finance edelweis36yahoo.com
Abstract
The competencies of graduates of STAN SekolahTinggiAkuntansi Negara, State College of Accountancy through its Official-Service Education PendidikanKedinasan program are expected to meet the qualifications
to be employees for the Ministry of Finance as the equivalent to the civil servants as the executors. The cognitive competencies can successfully be achieved through the learning process, while the psychomotor competencies
are still limited to be met only by means of computer laboratory. As a place for vocational education activities, STAN will need not only rooms for the classical learning processes, but more importantly it also needs a replica
of work environment designed to be similar to the workplace where they will be working after completing education.
Program of education in STAN provides ready-to-work graduates equal to educational levels of Diploma I and Diploma III. Therefore, in order to provide ready-to-work graduates, the curriculum should be designed for the
fulfillment of knowledge as well as the fulfillment of skills. The fulfillment of skills for the graduates as prospective employees can be set by working at an environment resembling a replica of servicing office in the
form of “Mini Office”. This Mini Office is developed in accordance with the educational specialization held in STAN, and in accordance with the latest condition of the users, i.e. the servicing office unit in the Ministry of
Finance. Mini Office is also a part of the media learning in shaping reliable workers in implementing the tasks and
functions in the field of services to public. The comprehensive and solid competencies can be expected to be obtained faster by means of the Mini Office, before the graduates are to enter the workforce. It is because the
students have already gained the experience through the replica of work environment during their learning process, not only when they conducted the field practice PKL. The Mini Office becomes something obligatory
when STAN is characteristically meant to have vocational education, but it can also be som
ething “optional” if such characteristic is not entirely attached to the organization structure of STAN. Therefore, Mini Office is left
to be a choice of “obligatory” or “optional” to STAN. Keywords:
mini office, State College of Accountancy, learning media.
Introduction
Any educational activity in general always needs space in conducting the learning process
delivering the theoretical matters with certain methods such as discussions, exposure, lecturing,
question-and-answer, etc. For vocational education, it is not only the space or rooms needed for
classical learning processes; but more importantly it needs one replica of work-environment for
students, a kind of laboratory designed to resemble the place to work after their graduation. Several
reasons why it is necessary to have a training room or laboratory are as follows:
1. The principles of vocational and technology education imply that vocational education
should pay attention to market demand and also constitutes an efficient social service if it
suits the needs of someone who requires it. 2. Technology and Vocational Education should
emphasize more on the needs of learners in
the community groups
in general and the
unit of users government agencies in
particular. 3. Vocational and Technology Education will be
more effective if the learners are conditioned to have a habit of thinking and working as
required in the future workplace itself. 4. Vocational and Technology Education will be
more efficient if the environment in which the learners are trained constitutes a replica of
work environment where the learners will work later.
According to article 29 of the National
Education System Act No. 20 in 2003 [7],
